题目内容
1. Who wouldn’t go to the town Meryton?A. Kitty. B. Lydia. C. Mary.
2. To whom did the young ladies pay their attention?
A. An officer.
B. A young man.
C. Two gentlemen.
3. How did the ladies start their talk with the two gentlemen?
A. They knew the two gentlemen before and went up to talk with them.
B. They led the way across the street, pretending to see something in a shop opposite, and then met them.
C. They said hello to the gentlemen and asked the officer to introduce his friend.
4. What is the young man?
A. He was a soldier.
B. He was a handsome person.
C. He was the officer’s friend.
提示：
| Lydia
intended to walk to Meryton that morning, and every sister except Mary, who
preferred to read, agreed to go with her.
When they entered Meryton, the attention of the sisters was drawn by the crowded people. Their eyes were immediately looking about the street in search of the officers. But the attention of every lady was soon caught by a young man whom they had never seen before. He was of a most handsome appearance and was walking with an officer on the other side of the road. All were struck with the stranger’s manner. Kitty and Lydia knew the officer, and determined if possible to find out whom his friend was. They led the way across the street, pretending to see something in a shop opposite, and had just reached the pathway when the two gentlemen arrived at the same place. Mr. Denny, the officer, greeted them directly and begged for permission to introduce his friend, Mr. Wickham, who had just joined the army.
|
名校练考卷期末冲刺卷系列答案The latest research suggests a more prosaic, democratic, even puritanical view of the world. The key factor separating geniuses from the merely accomplished is not a divine spark. It’s not I.Q., a generally bad predictor of success, even in realms like chess. Instead, it’s deliberate practice. Top performers spend more hours (many more hours) rigorously practicing their craft. If you wanted to picture how a typical genius might develop, you’d take a girl who possessed a slightly above average verbal ability. It wouldn’t have to be a big talent, just enough so that she might gain some sense of distinction. Then you would want her to meet, say, a novelist, who coincidentally shared some similar biographical traits. Maybe the writer was from the same town, had the same ethnic background, or, shared the same birthday.
This contact would give the girl a vision of her future self. It would give her some idea of a fascinating circle she might someday join. It would also help if one of her parents died when she was 12, giving her a strong sense of insecurity and fueling a desperate need for success. Armed with this ambition, she would read novels and life stories of writers without end. This would give her a primary knowledge of her field. She’d be able to see new writing in deeper ways and quickly perceive its inner workings.
Then she would practice writing. Her practice would be slow, painstaking and error-focused. By practicing in this way, she delays the automatizing process. Her mind wants to turn conscious, newly learned skills into unconscious, automatically performed skills. By practicing slowly, by breaking skills down into tiny parts and repeating, she forces the brain to internalize a better pattern of performance. Then she would find an adviser who would provide a constant stream of feedback, viewing her performance from the outside, correcting the smallest errors, pushing her to take on tougher challenges. By now she is redoing problems―how do I get characters into a room―dozens and dozens of times. She is establishing habits of thought she can call upon in order to understand or solve future problems.
The primary trait she possesses is not some mysterious genius. It’s the ability to develop a purposeful, laborious and boring practice routine. The latest research takes some of the magic out of great achievement. But it underlines a fact that is often neglected. Public discussion is affected by genetics and what we’re “hard-wired” to do. And it’s true that genes play a role in our capabilities. But the brain is also very plastic. We construct ourselves through behavior.
76. The passage mainly deals with _____.
A. the function of I.Q. in cultivating a writer | B. the relationship between genius and success |
C. the decisive factor in making a genius | D. the way of gaining some sense of distinction |
77. By reading novels and writers’ stories, the girl could ______.
A. come to understand the inner structure of writing
B. join a fascinating circle of writers someday
C. share with a novelist her likes and dislikes
D. learn from the living examples to establish a sense of security
78. In the girl’s long painstaking training process, _____.
A. her adviser forms a primary challenging force to her success
B. her writing turns into an automatic pattern of performance
C. she acquires the magic of some great achievements
D. she comes to realize she is “hard-wired” to write
79. What can be concluded from the passage?
A. A fuelling ambition plays a leading role in one’s success.
B. A responsible adviser is more important than the knowledge of writing.
C. As to the growth of a genius, I.Q. doesn’t matter, but just his/her efforts.
D. What really matters is what you do rather than who you are.
